BTEC Apprenticeship Assessment Workbook Level 3 Child Care 1 2. EMPLOYMENT RESPONSIBILITIES AND RIGHTS This sequence of activities is aimed specifically at those working in the health, social care or young people’s sectors. It is important that all employees have seen and understood the terms and conditions of the role. By working through these activities you will explore your own contract of employment and understand how your role fits into your own setting and the sector as a whole. KNOWLEDGE AND UNDERSTANDING The following activities will help you to generate evidence to show knowledge of your terms and conditions of employment as well as knowing where to seek information and advice should it be necessary.
Engage in personal development in health, social care or children’s and young people’s settings Links to: SHC32: 1.1 and 1.2. Personal development and reflective practice is an integral part of working with children and or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: a) Write a description of the duties and responsibilities of your own work role b) Prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards. Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3.
Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. STANDARDS 1 Understand the context of supporting skills for everyday life 1.1 Compare methods for developing and maintaining skills for everyday life 1.2 Analyse reasons why individuals may need support to maintain, regain or develop skills for everyday life 1.3 Explain how maintaining, regaining or developing skills
1.2 Reason why reflecting on work activities is an important developmental skill: • It allows you to review how and why you carry out a particular task or range of tasks which in, turn gives indications that identify possible areas of improvement in your role as carer • Indicates better methods of carrying out the role of carer • May Indicate possible areas of further training that may be needed • Indicate areas to be discussed in our annual personal development plan review 1.3 Ways to ensure personal attitudes do not obstruct the quality of work • Have self awareness of innate attitudes and those acquired through peer pressure • Develop an understanding and awareness of other people’s attitudes and convictions and accepting and respecting these personal differences even though you may not fully agree with them. 2.1 How a learning activity has improved my own skill • A resident with Parkinson’s Disease had progressed to a stage where she was now unable to stand without assistance. For carers’ personal safety there is a not lifting policy in the care home. A Team leader trained me in the safe use of a harness in conjunction with
Give some examples of your company or other companies training and making accommodations for the disabled (handicapped) employees. In my responses I will provide the answers from outside sources used, each response will include an application to the workplace, and will apply my knowledge to work-life situations. Final Essay Questions Assignment Question 1. Discuss the forces influencing the workplace and learning, and explain how training can help companies deal with these forces. Response - Forces affecting workplace and learning include; Globalization, increased value placed on intangible assets and human capital, focus on link to business strategy, attracting and retaining talent, customer service and quality emphasis, changing demographics and diversity of the work force, new technology, high-performance models of work
Supervision should be a place in which individuals can talk freely. 1.2 Outline theories and models of professional supervision A model of supervision is a theoretical framework to guide the delivery of a supervision, outlining the stage, functions and roles within the supervision. Such models include: ‘The Three-function interactive model’ (Cutcliffe and Proctor, 1998) is a process where supervisor and supervisee are jointly responsible for completing: Formative supervision (educational, develops individuals to realize their potential through skills
13 A. Investigate work based problems and suggest solution in your chosen organisation 13 B. Examine a range of methods and styles to successfully communicate the problems and solutions at different levels within the context of effective time management 13 References 15 Task 1. A.Discuss the benefits of self-managed learning to individuals and organisations and evaluate the different approaches involved Definition: According to Cunningham(1992), self-managed learning is a process in which the person who is learning, an adult, chose the learning outcomes, decide the ways of
What types of abilities, qualifications and experience are needed in order to perform the job well? What are the minimum acceptable performance standards? The particular content of the present or anticipated jobs is examined through job analysis. For existing jobs, information on the tasks to be performed (it contains in job descriptions), the skills needed to perform those tasks (to draw from job qualifications), and the least acceptable standards (to obtain from performance appraisals) are gathered altogether. Theseinformations can then be used to ensure that training programs are job specific and useful to the recipient.
CU236P/ CT236 Principles For Implementing Duty Of Care In Health, Social Care Or Children’s and Young People’s Setting Aims This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit Level 1 3 Assessment criteria The learner can: 1.1 1.2 Explain what it means to have a duty of care in own work role Explain how duty of care contributes to the safeguarding or protection of individuals Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care Explain where to get additional support and advice about conflicts and dilemmas Describe how to respond to complaints Explain the main points of agreed procedures for handling complaints Learning outcomes The learner will: 1. Understand how duty of care contributes to safe practice 2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care 2.1 2.2 2.3 3.
2.3 Assess own preferred learning style. Learning style: visual, aural, tactile, kinaesthetic; activist, reflector, pragmatist, theorist 2.4 Analyse influences on own learning in relation to learning theory Own learning: motivation, responsibilities, experiential, learning from others, learning by Doing LO3 Be able to suggest strategies for delivering and assessing learning in a health and social care workplace. 3.1 Describe factors to be considered when planning a workplace learning programme. Factors to be considered: benefits eg for the user of services, team, organisation, individual; quality systems; learning outcomes required; resources available; scheduling; occupational standards; learning styles 3.2 Present relevant teaching strategies to